Evaluation of a Wellness Curriculum as an Intervention to Decrease Burnout Among Obstetrics and Gynecology Residents

Abstract

Resident burnout is characterized by depersonalization, cynicism, and emotional exhaustion. Burnout levels as high as 50% have been reported by obstetrics and gynecology residents. The objective of this study is to evaluate the effect of a wellness curriculum on resident burnout. A formal wellness curriculum was instituted during protected resident didactic time. All sessions were led by institutionally-affiliated personnel; thus, were cost-free to the residency. Examples of sessions include: journaling, music therapy and yoga. Residents completed monthly evaluations of each session and an end of year survey to assess for burnout. Regarding individual sessions, 77% of residents reported journaling as “extremely helpful” or “helpful,” all felt that yoga was “extremely helpful” or “helpful,” and 57% felt the music therapy was “very helpful.” Sixty-three percent of residents completed the end of year survey. Residents, who found wellness sessions helpful, were more likely to have attended more than 75% of sessions (60% compared with 20%). Twelve of 20 residents met criteria for burnout based on the Maslach Burnout Inventory. Of these, self-care scores and insight scores were 31% and 22% lower than residents not meeting burnout criteria. Thirty-three percent of burnt-out residents felt that wellness sessions decreased their burnout. Residents who self-identified as resilient attended at least 50% of the sessions, with three fourths attending at least 75% of the sessions. In contrast, half of the burnt-out residents attended less than 50% of the sessions. Individual wellness sessions were well received and overall helpful for residents. Although burnout levels were high, residents felt that attending the wellness curriculum decreased burnout.